Teaching method of applied problems in the first grade of primary school mathematics 1: combine with real life and use it reasonably? +、-? sign
Nowadays, primary school students have experienced kindergarten life and have some experience in mathematics activities. +、-? Symbols have clear or vague consciousness, so that they can be used correctly in future study and life? +、-? Symbols, consciously establish a sense of symbols, when I was teaching Unit 3, Volume 1, Senior One Mathematics, Beijing Normal University Edition, I began to instill the concept of addition and subtraction, so that students can clearly know that addition is a combination of numbers, and subtraction is to remove a part, so that students can clearly know when to use it. +? No, when can I use it? -? Number. On the basis of understanding the meaning of addition and subtraction, give some simple examples that are often heard and heard, such as? There are three birds in the tree, and two others are flying. How many birds are there in the tree now? There are six fish in the pond, three have swam away, and there are still a few fish left in the pond. In these easy-to-understand and interesting examples, students can accept them easily and happily, and at the same time realize when to use addition and subtraction reasonably in specific situations. +、-? Symbol. My personal experience is that in the first 3-5 minutes of each class, I give some similar examples for a long time, which really allows students to flexibly connect their life experiences with addition and subtraction, and feedback their life experiences from addition and subtraction.
Teaching method 2: compare the size of two numbers and use them scientifically? +、-? sign
Understand the meaning of addition and subtraction, learn? & gt、& lt、=? Then I compare the size of the two numbers, big or small, for students to use scientifically. +、-? Symbol. For example, there are 8 apples in a row and 5 strawberries in a row. Who has more? How much more? Let the students realize that subtraction must be used when there are many problems. When teaching this kind of application problems, I use jingles. In the question, how much is it and how much is the subtraction? On the basis of students reciting jingles, the students I taught later encountered some complicated application problems of the same nature, such as: Grandma keeps 25 hens, 12 cocks, how many cocks are less than hens? Students can accurately list formulas. In the teaching of this kind of application problems, we must emphasize that comparison is put forward in the problem, but if comparison appears in the condition, it is another situation. Students must distinguish the difference between them. This is a delicate process. Only by deeply understanding and accurately solving the ratio in the problem can we skillfully solve the application problem with the ratio in the condition, and the students' thinking will be greatly improved.
Teaching method 3 of applied problems in the first grade of primary school mathematics: putting forward mathematical problems and deepening application? +、-? sign
The new mathematics textbook for compulsory primary schools points out:? Good study habits cannot be simply understood as external forms such as asking students to sit well in class and raise their hands to speak. More importantly, we should gradually guide students to think independently, dare to ask questions, listen carefully to other people's opinions and be willing to express their own ideas. ? After students thoroughly understand the meaning of addition and subtraction and can accurately solve some simple application problems, teachers should guide students to ask questions according to the corresponding conditions. Here, students can play freely at first, but after proficiency, teachers can consider setting up checkpoints and explicitly ask students to ask questions about addition and subtraction. For example, in the fourth question on page 2 1 of the second volume of Senior One of Beijing Normal University Press, there are three conditions in the question: 30 oranges, 50 apples and 40 pears, and students are required to work out math problems, so I adopted this method. Students are explicitly required to ask the question of addition first, and then ask the question of subtraction. What is the difference here? And then what? With what? Than? Due to the poor language organization ability of first-year students, individual keywords are easily confused and often appear. How many general mistakes does so-and-so have than so-and-so * *? Here, the teacher must explain patiently, so that students can understand thoroughly. And then what? With what? A * * *? Related, and? Than? With what? More or less? Relevance. On this basis, students can ask questions in accurate language, train their thinking effectively, and answer corresponding application questions quickly in the future.
Teaching method 4: cultivate the ability to examine questions and use them skillfully? +、-? sign
First-year students are impatient, easy to ignore key conditions, and often rush to write down formulas after reading some conditions. Therefore, in the usual teaching, teachers must train students to examine questions. The first step in training students to examine questions is to cultivate students' good habit of examining questions, from slow to fast. First, consider the teacher taking the students to read the questions, then let them take their time and let the students read the questions independently. When they encounter words they don't know or understand, the teacher will give them appropriate hints. In the process of examining the questions, let the students use and draw out the conditions and questions in the questions respectively, and then list the formulas and answer them correctly as required. In teaching, we should also let students know the hidden conditions or redundant conditions, and cultivate students' ability to grasp the most essential quantitative relationship for analysis and calculation when encountering problems. For example, the fourth question on page 50 of the first grade of Beijing Normal University Edition:? Grandpa has money from 50 yuan. He bought 1 a pair of glasses from 9 yuan and 1 a pair of cups from 25 yuan. After reading the question, the teacher should remind the students that the 50 yuan in this question has nothing to do with the question, and it is an unnecessary condition, so that the students will know how much 9 yuan's glasses have to do with 25 yuan's cups. Another example is:? 25 trees were planted on both sides of the road. After reading the question, the teacher should guide the students to think and find out the hidden conditions: there are 25 trees planted on both sides, so that the meaning of this question can be clearly defined.
Elementary school mathematics curriculum standard says:? Everyone should get a good math education, and different people get different development in math. ? This is where my requirements for students' study begin. There are two slow-witted students in my class. I lowered my demands on them. I always take an encouraging teaching attitude, never criticize them, and always try to find a weak bright spot in them to amplify, because children have a positive attitude and sensitive minds. The teacher's attitude determines their interest in learning. If you criticize them all the time, they will lose confidence in themselves from an early age. I think the encouraging teaching method I adopted is successful for the education of these two students. After nearly a year's mathematics study, their grades are not much worse than those of other students, and they have also exercised their corresponding thinking ability. When they encounter unacceptable problems, I always practice with them several times in their spare time. Practice makes perfect, and their grades have always been able to keep up with those of large troops.